Unit
Writing Workshop--Problem Solution Essay
Local Objective
At the end of this unit, students will be able to...
a. Use appropriate prewriting and drafting skills to create a problem-solving essay.
b. Revise the problem-solution essay by clarifying statements, elaborating on details, and adjusting the tone.
c. Reflect on and assess one's writing process and problem-solution essay.
Objective used to evaluate students
Yes
Assessment Activity
1. The students will be assessed by participating in class discussions and completing each step of the writing process. Students will be assessed on their ability to use appropriate prewriting and drafting skills to create a problem-solving essay, to revise the problem-solution essay by clarifying statements, to elaborating on details, to adjusting the tone, and to reflect on and assess one's writing process and problem-solution essay.
Level of Expectation
80%
List of concepts and Evaluation Types
Concept | Evaluation Type |
Final Writing | PE |
Learning Activity
The students will:
1. Participate in a discussion on a simple problem specific to the classroom. Brainstorm steps to solving your issue. Vote on which solution you think is best to solve the issue.
2. Brainstorm a problem you would like the research and jot down ideas about the problem and ways to solve that problem.
3. Consider a few things before writing. One: what is the problem, two: who will your audience be, three: what choices of solutions are available, four: what tone do you need to use, and five: how can I pursuade my audience.
4. Using the writing process, write your rough draft. Start with a strong beginning, show your problem, show your proposed solutions, show how you can handle objections, and end on a strong note.
5. Once paper has been written, check your paper with the content and organization guidelines. Make necessary revisions and write a final draft.
6. Include your final draft in your writing portfolio.
Instructional Method
The teacher will:
1. Guide students as they discuss a simple problem specific to the classroom before tackling a larger issue. Guide students as they brainstorm steps toward solving their issue. Have students vote on the solution that they think was best to solve the issue.
2. Assist students as they brainstorm and jot down ideas about problems they have encountered. Encourage students to think about problems they've experienced, school problems, or even city problems. Assist students as they freewrite ideas.
3. In beginning to write their paper, students need to consider several things. One: thier problem, two: their audience, three: their solutions, four: their tone, and five: how can they pursuade.
4. Assist students as they write their rough draft. They must start with a strong beginning. Help the to show the problem, propose their solutions, handle objections, and end on a strong note.
5. Assist students with comparing their rough drafts to the content and organization guidelines. Discuss and necessary revisions and guide students as they write their final drafts.
6. Collect student writings to be added into writing porfolios.
Content Standards
CA 1, CA 4
Process Standards
1.8, 2.2, 2.1, 2.6, 4.8, 1.6
Equity/Workplace Readiness
MSIP Code | MSIP Indicator |
R/I | Research/Information Skills |
Resources
Holt Elements of Literature
Markerboard
Correction Exercise
Tutoring
Peer Coaching
Spell Check
Special Needs
Tutoring
Peer Coaching
Modified Assignments
GLEs v1.0
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/2/1/A/07/a | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | Grade 7 | Follow a writing process to
- create appropriate graphic organizers to provide a structure for information
- apply writing process to write effectively in various forms and types of writing |
CA/2/2/B/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Capitalization | Grade 7 | Use conventions of capitalization in written text
- titles (magazines, newspapers, songs, works of art
- proper nouns (brand names of products, nationalities)
|
CA/2/2/C/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Punctuation | Grade 7 | In composing text, use
- comma rules for punctuating various sentence structures
- correct format in writing titles
- quotation marks in dialogue
- lons in business letter salutations
|
CA/2/2/D/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Parts of Speech | Grade 7 | Use parts of speech correctly in written text
- pronouns and antecedents
- consistent verb tense
|
CA/2/2/E/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Spelling | Grade 7 | In writing, use dictionary, spell-check and other resources to spell correctly |
CA/2/2/F/07/a | Communication Arts | Writing | Compose well-developed text using standard English conventions | Sentence Construction | Grade 7 | In composing text, use
- complex sentences in writing
- precise and vivid language
- editing to eliminate run-on sentences
- cohesive devices
|
CA/2/3/E/07/a | Communication Arts | Writing | Write effectively in various forms and types of writing | Audience and Purpose | Grade 7 | Compose texts
- that contain a created chart, graph and/or other graphic organizer based on printed information
- and write a formal business letter and address an envelope
- that address two different audiences and purposes using appropriate forms (e.g., explain the differences between seventh grade and second grade to a parent and to a second grader)
|
GLEs v2.0 and CLEs
GLE Code | Discipline | Strand | Big Idea | Concept | Grade Level/Course | GLE |
CA/W/1/A/7/a. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to use appropriate pre-writing strategies as needed |
CA/W/1/A/7/b. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to generate a draft |
CA/W/1/A/7/c. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to reread, revise for audience and purpose, ideas and content, organization and sentence structure, and word choice |
CA/W/1/A/7/d. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to edit for conventions (W2E) |
CA/W/1/A/7/e. | Communication Arts | Writing | Apply a writing process in composing text | Writing Process | 7th Grade | Follow a writing process to share writing |
CA/W/2/A/7/a. | Communication Arts | Writing | Compose well-developed text | Audience and Purpose | 7th Grade | Compose text showing awareness of audience |
CA/W/2/A/7/b. | Communication Arts | Writing | Compose well-developed text | Audience and Purpose | 7th Grade | Compose text choosing a form appropriate to topic and specific audience |
CA/W/2/C/7/d. | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with a variety of sentence structures, including complex sentences |
CA/W/2/C/7/e | Communication Arts | Writing | Compose well-developed text | Organization and Sentence Structure | 7th Grade | Compose text with cohesive devices, especially transitions |
CA/W/2/D/7/a. | Communication Arts | Writing | Compose well-developed text | Word Choice | 7th Grade | Compose text using precise and vivid language |
CA/W/2/E/7/a. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, capitalize within dialogue |
CA/W/2/E/7/b. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use commas and quotation marks in dialogue, and semi-colon in compound sentences |
CA/W/2/E/7/c. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use correct agreement of pronoun and antecedent, and consistent verb tense |
CA/W/2/E/7/d. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, use standard spelling and classroom resources, including dictionary, to edit for correct spelling |
CA/W/2/E/7/e. | Communication Arts | Writing | Compose well-developed text | Conventions | 7th Grade | In written text, write legibly |
Objective Notes/Essential Questions
Date | Note/Question |
6/25/2007 11:04:05 AM | 5) Do you grab the readers' attention with a strong beginning? Does your introduction state the problems clearly? Do you provide details that describe the problem? Does your essay propose a solution to the problem? Does it examine the pros and cons of the solution? Does your essay target your audience? Are paragraphs arranged in order of importance? Does the conclusion include a convincing call to action? |